April 23, 2013
Mahnomen, MN
Ximena Suarez-Sousa, Ph.D.
Boyd Bradbury, Ph.D.
Basics of the Study

 2,800 students
 140 parents
 400 teachers
 7 schools
 Grades 3-12
 Mixed-Methods
 Early childhood, social services, health services
Quantitative Findings

1. Appraisal of Academic Influences Inventory
2. Outcome Variables (MCA II and MAP)
3. Predictor Variables (e.g. absenteeism, tardy, free
and reduced lunch)
4. Predictive Models
5. Differences and similarities between the American
Indian and White populations
1. Appraisal of Academic Influences
Inventory (AAII) (Bradbury, 2006)

 Constructs (9)
 Structure
 Computer-base
 3-5 grades: Dichotomous items (Yes/No) (quantitative
data)
 6 – 12 grades: Scale items (1-5) (quantitative data)
 All grades: Open ended questions (qualitative data)
 Technical integrity
 Validity
 Reliability
 CSV data from schools to MSUM (SPSS).
2. Outcome Variables

 MCA Math
 MCA Reading
 MAP Math
 MAP Reading
 Cumulative GPA
 3-5 and 6-12
 2010-2011

MCA – Math (3-5)
MAP – Math (3 – 5)

MCA – Reading (3-5)
MAP – Reading (3-5)

MCA – Math (6-12)
MAP – Math (6-12)

MCA – Reading (6-12)
MAP – Reading (6-12)

Cumulative GPA (6-12)
3. Predictor Variables

Demographic data
 Lunch code
 Absenteeism
 Household
configuration
 Gender
 among others
Appraisal Data (AAII)
– Self (e.g., “I feel that I do my best in school”)
– Parents and Home
Environment (e.g., “I feel safe at home”
– Own Behavior (e.g., “I get in trouble in
school”)
– Teacher (e.g., “My teacher makes sure
that I know how to do something before
moving onto something else”)
– Relationships (e.g., “My classmates
influence my behavior and performance in
school more than any other thing”)
– School Environment (e.g., “I feel
safe at school”)

MCA – Math (3-5)
MAP – Math (3 – 5)
Tardiness
(.19*)
MCA Math
Native
American
MCA Reading
(.84**)
MAP Math
Native
American
MAP
Reading
(.85**)

MCA – Reading (3-5)
MAP – Reading (3-5)
Percept.
of Teacher
Discipline
(.53**)
(-.22*)
MCA
Reading
Native
MAP
Reading
American
Native
American
MCA
Math
(.84**)
Tardiness
(.28**)
MAP Math
(.85**)
MCA – Math (6-12)

MAP – Math (6-12)
MAP
Reading
MCA
Reading
(.85**)
(.73**)
MAP
Math
MCA Math
NA
NA
Percept.
of
Behavior
(.37**)
Percept
Parents
(.36**)
MCA
Reading
(.26**)

MCA – Reading (6-12)
MAP – Reading (6-12)
MCA
Math
MAP
Math
(.78**)
Percept. of
Behavior
(.40*)
Percept.
of School
(.32**)
MAP Math
(.85**)
(.26**)
MAP
Reading
MCA
Reading
(.34**)
NA
Percep.
of Parents
MCA
Reading
MAP
Reading
Percept.
of Parents
(.34**)
NA
.23**
GPA
(.46**)
(.25**)
Absence
Discipline
Percept.
of
Behavior
(-.28**)
(-.23*)
(.47**)

Cumulative GPA (6-12)
MCA
Reading
(.46**)
Percept. of
Relats.
(.19*)
Percept. of
School
(.20**)
Discipline
(-.40**)
Cum.
Absence
GPA
(-.52*)
NA
Percept. of
Teacher
Tardiness
-.42**
(.20*)
Percept. of
Self
(.27**)
4. Predictive Models

 Multiple regression analysis
 Cause effect relationships
 Effect size
MCA – Math (3-5)

MCA Reading score (an increase
increases MCA Math scores)
Perception of Own Behavior (an
increase increases MCA Math
scores)
Model fit R2 = .43
The MCA Reading score and the
student’s perception of own
behavior can predict 43% of the
changes on students’ MCA Math
scores.
MCA – Reading (3-5)
MCA Math score (an
increase increases MCA
Reading scores)
Model fit R2 = .48
The MCA Math score can
predict 48% of the changes
on students’ MCA Reading
scores.
MAP – Math (3-5)

MAP – Reading (3-5)
MAP Reading score (an
increase increases MAP Math
score)
MAP Math score (an
increase increases MAP
Reading score)
Model fit R2 = .80
Model fit R2 = .80
The MAP Reading score can
predict 80% of the changes on
students’ MAP Math Reading
scores.
The MAP Math score can
predict 80% of the changes
on students’ MAP Reading
scores.
MCA – Math (6-12)

MCA Reading score (an
increase increases MCA Math
score)
Model fit R2 = .53 (53%)
The MCA Reading score can
predict 53% of the changes on
students’ MCA Math scores.
MCA – Reading (6-12)
MCA Math score (an
increase increases MCA
Reading score)
Model fit R2 = .34 (34%)
The MCA Math score can
predict 34% of the changes
on students’ MCA Reading
scores.
MAP – Math (6-12)

MAP Reading score (an
increase increases MAP Math
score)
Model fit R2 = .72 (72%)
The MAP Reading score can
predict 72% of the changes on
students’ MAP Math scores.
MAP – Reading (6-12)
MAP Math score (an
increase increases MAP
Reading score)
Model fit R2 = .72 (72%)
The MAP Math score can
predict 72% of the changes
on students’ MAP Reading
scores.

 Cumulative GPA (6-12)
Number of absences (an increase reduces GPA)
Number of tardy days (an increase reduces GPA)
Perception of student’s own behavior (an increase
increases GPA)
Model fit R2 = .48 (48%)
These three variables have the power to predict 48% of the
change on students’ cumulative GPA.
5. Differences and Similarities between
Native American and White Students

 Grades 3-5
 Grades 6-12
3-5

Native American students:
White students:
 Total: 278 (58% boys).
 Total: 608 (53% boys).
 SES: 65% received free
 SES: 22% received free
lunch
lunch
 Family Structure:
 Family Structure:
Approximately 25% lived
Approximately 66% lived
with both biological
with both biological
parents.
parents.
3-5
Native American students:

White students:
 While approximately half of
this group had never been
involved in disciplinary
problems (46%), 13% had
received a minimum of 6 and
up to 36 disciplinary sanctions.
Absenteeism or tardiness were
not prevalent in this group,
about 25% of students were
absent from school between 10
and 41 times and 18% of them
arrived late at school between
10 and 89 times.
 Disciplinary data were
significantly unavailable for this
group and we cannot determine
whether it was an omission in the
data collection process or whether
there were no data to report, in
which case each student could
have received a “zero” score on
this variable; however, that was
not the case. Approximately 18%
of students were absent from
school between 10 and 26 times.
3-5
Ethnicity

Native
American
M
White
MCA Math
53.26
64.73
t(315) = -3.307,
p < .05
MCA Reading
55.84
64.97
t(625) = -3.844,
p < .001
MAP Math
223.99
212.04
t(635) = -3.307,
p < .05
MAP Reading
211.26
202.52
t(625) = 4.562,
p < .001
Discipline
3.75
1.33
t(89) = 2.046,
p < .05
Absenteeism
7.03
5.73
t(709) = 2.523,
p < .05
Tardiness
7.54
1.15
t(615) = 5.168,
p < .001
Perception of Self
29.93
29.91
Groups are equivalent
Perception of Teacher
18.87
19.76
t(569) = -4.605,
p < .001
Perception of Parents
11.89
12.73
t(616) = -4.121,
p < .001
Perception of Own Behavior
7.14
7.64
t(526) = 22.877,
p < .05
Perception of School Environment
7.58
7.67
Groups are equivalent
Perception of Relationships
12.76
13.16
t(510) = -2.190,
p < .05
Variable
t value and Level of Statistical
Significance
M
6-12

Native American students:
White students:
 Total: 485 (44% boys).
 Total: 1358 (51% boys).
 SES: 50% received free
 SES: 23% received free
lunch
lunch
 Family Structure:
 Family Structure:
Approximately 33% lived
Approximately 65% lived
with both biological
with both biological
parents.
parents.
6-12

Native American students:
White students:
 While approximately one third
had never been involved in
disciplinary problems (29.1%),
40% received a minimum of 6
and up to 39 disciplinary
sanctions. Absenteeism and
tardiness were prevalent in
this group, about 50% of
students were absent from
school between 10 and 69
times and 46% of them arrived
late at school between 10 and
251 times.
 While approximately one third
had never been involved in
disciplinary problems (34.6%),
15% received a minimum of 6 and
up to 16 disciplinary sanctions.
Absenteeism and tardiness were
prevalent in this group, about 54%
of students were absent from
school between 10 and 120 times
and 27% of them arrived late at
school between 10 and 223 times.
6-12
Ethnicity

Native
American
M
White
MCA Math
46.40
51.77
t(627) = -3.391,
p < .001
MCA Reading
52.85
59.98
t(873) = -6.551,
p < .001
MAP Math
228.32
227.49
Groups are equivalent
MAP Reading
212.54
213.96
Groups are equivalent
Discipline
4.78
2.56
t(248) = 3.319,
p < .001
Absenteeism
12.32
9.10
t(1279) = 4.890,
p < .001
Tardiness
15.32
11.20
t(1097) = 2.262,
p < .05
Perception of Self
16.35
16.58
Groups are equivalent
Perception of Teacher
58.23
60.17
t(1523) = -3.629,
p < .001
Perception of Parents
73.86
83.49
t(1293) = -10.214,
p < .001
Perception of Own Behavior
64.56
71.98
t(369) = -6.967,
p < .001
Perception of School Environment
29.83
30.31
Groups are equivalent
Perception of Relationships
55.22
56.49
t(1338) = -2.322,
p < .05
Variable
t value and Level of Statistical
Significance
M
Descriptive and Qualitative
Findings

 Parents, Teachers, and Students
 Process of analysis
 Narrative data
 Generalized and specific themes to school districts
Descriptive and Qualitative
Findings: Bagley
(Self-Perception Construct)

 Nearly ½ of children in grades 3-5 do not like reading.
 3 times the dislike level of the overall White and AI
populations
 Pre-assessment
 Leveling
 Children find math to be very hard and don’t like it.
 10% (1/3) higher dislike than the overall White and AI
populations in grades 3-5
 ½ of students in grades 6-12 identify math as the hardest
subject and 7 in 10 teachers agree.
Descriptive and Qualitative
Findings: Bagley
(Teacher Construct)

 Utilize more technology in the classroom.
 Only 46% of Bagley teachers agree that Bagley
teachers use technology regularly in the classroom
versus 68% of the overall teacher population.
 A majority of students would agree to greater
engagement when technology is used.
 Professional development (technology integration)
should occur.
Descriptive and Qualitative
Findings: Bagley
(School Environment Construct)

 Fear of safety is a concern
 14% of Bagley students in grades 6-12 feel unsafe
(twice the rate of the overall student population)
 Only 48% of Bagley students in grades 3-5 feel safe on
school buses (10% lower than overall population and
20% lower than overall AI populations)
 17% of Bagley students in grades 6-12 do not feel safe
on the school bus (nearly double the overall and AI
student populations)
Descriptive and Qualitative
Findings: Bagley
(Relationships Construct)

 32% of students do not think that their classmates
like them (a rate 6 times higher than the overall
student population and 3.5 times higher than the
overall AI student population)
 The overall rates of students not liking their
principals and principals not liking students based
on student and teacher responses is 4 times the rate
of the overall population responses.
Descriptive and Qualitative
Findings: Bagley
(Relationships Construct--Continued)

 21% of students feel bullied in grades 3-5 and 20% of
children in grades 6-12 either feel bullied or aren’t
sure if they are bullied.
 Only 55% of children in grades 3-5 report a
responsible adult with whom they can visit if they
have problems. This is far lower than the overall and
AI populations, 85% and 76%, respectively.
Descriptive and Qualitative
Findings: COL
(Self-Perception Construct)

 COL students in grades 3-12 identify reading as their
least favorite subject (twice the rate of the overall AI
population in grades 6-12).
 43% of COL students in grades 6-12 view math as
their hardest subject. About 1 in 4 students finds
math easy, which is similar to overall student
population statistics.
Descriptive and Qualitative
Findings: COL
(Teacher Construct)

 COL students don’t believe teachers are concerned about
their academic achievement at rates witnessed in other
school districts
 Only 58% of COL students in grades 3-5 their teachers care
about them versus 97% of the overall AI student population.
 27% of COL students in grades 6-12 versus 54% of the
overall AI student population agree that teachers care about
them.
 22% of COL students in grades 6-12 disagree that teachers
care about them versus 6% of the overall AI student
population.
Descriptive and Qualitative
Findings: COL
(Teacher Construct--Continued)

 COL teachers use technology at a much lower rate
than the overall teacher population
 26% of students in grades 3-5 agree that teachers used
technology versus 91% of the overall grade 3-5 AI
student population.
 This figure increases to 44% in grades 6-12 versus 78%
of the overall grade 6-12 AI student population.
 46% of teachers at COL agree that they use technology
versus 68% of the overall teacher population.
 Professional development for technology usage and
integration should be considered.
Descriptive and Qualitative
Findings: COL
(Parent/Home Life Construct)

 Lower engagement of parents reported (e.g.
checking on homework completion, watches TV
rather than spending time with child).
 Higher rates of physical aggression and yelling in
home.
 High percentage of children uncertain as to where
they are staying at night (double the overall AI
student population).
Descriptive and Qualitative
Findings: COL
(Student Behaviors Construct)

 Only 17% of COL students participate in
extracurricular activities, compared with 48% of the
overall AI and 64% of the Caucasian populations.
 Drug and alcohol usage is elevated—16% of students
in grades 3-5 (4-8 times higher) and 27% in grades 612 (twice the rate of the overall AI student
population and more than 5 times the overall rate of
the Caucasian student population.
Descriptive and Qualitative Findings:
COL
(Student Behaviors Construct--Continued)

 1 in 10 students skip school due to alcohol and drug
usage.
 Are more counselors needed?
Descriptive and Qualitative
Findings: COL
(School Environment Construct)

 COL students do not like their school schedule as
much as the overall student populations. Only 46%
of COL students like their schedules as compared
with 71% of the overall student population.
Descriptive and Qualitative
Findings: COL
(Relationships Construct)

 Over 50% of the COL student population are don’t
believe or uncertain if teachers like them.
 37% of COL children in grades 3-5 feel bullied as
compared with 25% of the overall AI and 20% of the
Caucasian populations.
Descriptive and Qualitative
Findings: DL
(Student Behaviors Construct)

 Up to 20% of children do not participate in
extracurricular activities due to cost and
transportation issues.
 DL should consider reducing/eliminating
participation fees and increasing extracurricular
transportation to rural areas, especially for the AI
student population.
Descriptive and Qualitative
Findings: DL
(Parents/Home Life Construct)

 2/3 of teachers disagree that parents help their
children regularly with homework. Students report
diminished help in higher grades.
 Homework should be used sparingly, and if used,
students must be able to complete the work
independently.
 AI absence rates are twice that of Caucasian
students. DL needs to establish a plan to increase AI
student attendance and evaluate the effectiveness of
that plan.
Descriptive and Qualitative
Findings: DL
(Mahnomen Self-Perception Construct)

 Social studies as identified as a difficult, less favorite
subject than we find in other schools.
 Not one Mahnomen teacher identified
himself/herself as the most important reason that
kids do not succeed. However, 12% of Mahnomen
parents identified teachers as the critical factor.
Descriptive and Qualitative
Findings: DL
(Mahnomen Teachers Construct)

 An elevated percentage of Mahnomen students and
parents do not believe that teachers set high
expectations for students.
 There is a sense of tension between some parents
and teachers in regard to teacher effectiveness.
 Mahnomen teachers underutilize technology in the
classroom.
Descriptive and Qualitative
Findings: DL
(Mahnomen Student Behaviors Construct)

 The percentage of Mahnomen students who
complete homework on a regular basis is much
lower (1 in 3) than is found in other schools. This
figure increases to 1 in 2 when those who are
“uncertain” are figured into the mix. Homework
holds a lower value by students at Mahnomen.
 Extracurricular activities are more valued by
Mahnomen students than is found in other school
districts.
 Concern for student safety is elevated on school
buses.
Descriptive and Qualitative
Findings: DL
(Relationships Construct)

 Classmates appear to have a much greater influence
on students than is found in other school districts.
Descriptive and Qualitative
Findings: Naytahwaush
(Self-Perception Construct)

 Social studies is viewed as a difficult, less favorite
subject than is found in most school districts.
 Reading is popular in grades 3-5, but declines in
grades 6-8.
Descriptive and Qualitative
Findings: Naytahwaush
(Teachers Construct)

 Naytahwaush teachers enjoy a much better
relationship with students and parents than is found
in other school districts.
 Naytahwaush teachers appear to do a better job with
authentic education than is found in other school
districts.
Descriptive and Qualitative
Findings: Naytahwaush
(Parents/Home Life Construct)

 Between 8% and 14% of Naytahwaush students do
not get help with homework.
 The rate of parents preferring TV over time with
their children is several times higher in
Naytahwaush than is found in other school districts.
 Naytahwaush children in grades 6-12 are left at
home at a much higher rate than is found in other
school districts.
Descriptive and Qualitative Findings:
Naytahwaush
(Parents/Home Life Construct--Continued)

 Naytahwaush students have even less access to
books than the overall AI student population, which
has less access to books in the home than the
Caucasian population.
 There is an elevated concern for the home life in
Naytahwaush.
Descriptive and Qualitative
Findings: Naytahwaush
(Student Behaviors Construct)

 The percentage of students not completing
homework is higher (1 in 3) in Naytahwaush than is
found in most other districts.
 Very few Naytahwaush students participate in
extracurricular activities.
 Free time usage is a concern. No students in grades
6-8 prefer reading over TV.
Descriptive and Qualitative
Findings: Naytahwaush
(School Environment Construct)

 Naytahwaush students like school lunch more than
students in most school districts.
 Elevated concern for safety is present in school and
on buses.
Descriptive and Qualitative
Findings: Naytahwaush
(Relationships Construct)

 Naytahwaush students in grades 3-5 reported not
liking their classmates or not being liked by
classmates at a higher rate than the overall AI and
Caucasian student populations.
 Naytahwaush children report being bullied or not
sure if they are bullied at a rate of more than 3 times
that of the overall AI and Caucasian student
populations. Two-thirds of parents report that
students feel bullied at Naytahwaush.
Descriptive and Qualitative
Findings: Naytahwaush
(Relationships Construct--Continued)

 Classmates influence other students at a rate higher
than the overall student population.
 Adults at Naytahwaush influence students at a rate
twice that of the overall AI and Caucasian student
populations.
Descriptive and Qualitative
Findings: Pine Point
(Self-Perception Construct)

 Students, teachers, and parents believe that PP
students are good at math.
 Social studies and science are not viewed as easy for
PP students.
Descriptive and Qualitative
Findings: Pine Point
(Teachers Construct)

 PP teachers, students, and parents seem to enjoy an
overall good relationship
 Teachers at PP seem to do a better job with authentic
education than most school districts.
Descriptive and Qualitative
Findings: Pine Point
(Parents/Home Life Construct)

 Students at PP like homework as a means to learn at
a much higher rate than the overall AI and
Caucasian student populations.
 PP children report violent behavior at a much higher
rate than children in other school districts.
 PP children report parental lack of interest in
spending time with them at night at a much higher
rate than the other school districts.
 PP children have far less access to books than is
found in most other school districts.
Descriptive and Qualitative
Findings: Pine Point
(Student Behaviors Construct)

 A majority of PP children do not participate in
extracurricular activities.
 PP children spend far more free time watching TV
and playing violent video games than do other
student populations in this study.
Descriptive and Qualitative
Findings: Pine Point
(School Environment Construct)

 A larger percentage of students are dissatisfied with
their schedules than is found in other school
districts.
 Concern for safety at school and on buses is reported
at a higher rate for PP students than found in most
other school districts.
Descriptive and Qualitative
Findings: Pine Point
(Relationships Construct)

 PP students in all grades report not liking their
classmates or classmates not liking them at a higher
rate than the overall Caucasian and AI student
populations. School officials should work to
formalize what would be known as hidden
curriculum.
 PP students report feeling bullied and/or not sure if
they are bullied at a rate of approximately 3 times
that of the overall Caucasian and AI student
populations
Descriptive and Qualitative
Findings: Pine Point
(Relationships Construct--Continued)

 Classmates influence PP students at a rate higher
than the overall Caucasian and AI student
populations.
 Adults in school at PP influence student behavior at
a rate much higher than the overall Caucasian and
AI student populations.
Descriptive and Qualitative
Findings: WOWE
(Self-Perception Construct)

 Although math is a concern for the overall Caucasian
and AI populations, many students at W like math
and/or feel that they are good at it. However, about
1/3 of the W student population find math to be
hard.
 Social studies and science are not viewed as easy for
children at W.
Descriptive and Qualitative
Findings: WOWE (Parents/Home Life
Construct)

 Although most students report that their parents
help them with homework, up to 1 in 4 students at
W would disagree.
 Far fewer AI children have access to books than do
White children. In addition, the overall W student
population would appear to have less access to
books in the home than do students populations
associated with other schools in this study.
Descriptive and Qualitative
Findings: WOWE
(Student Behaviors Construct)

 The percentage of W students who do not complete
homework on a regular basis is much higher than
the overall AI and Caucasian populations.
 The lack of participation in extracurricular activities
appears to be tied to limited opportunities, a lack of
transportation, and a lack of money.
 W children prefer spending more time on the subject
during the school day than doing homework.
Descriptive and Qualitative
Findings: WOWE
(School Environment Construct)

 Although a fear for safety is of concern to a limited
percentage of the student population, W students
report this concern at a higher rate (up to 1/3 do not
feel safe or are uncertain) both in school and on
buses.
 A far larger percentage of W children do not like
their schedules during the day, as compared with the
overall Caucasian and AI student populations
Descriptive and Qualitative
Findings: WOWE (Relationships
Construct)

 W students do not like their teachers or are uncertain
as to whether they like their teachers at the grades 612 levels at a rate (40%) much higher than the overall
Caucasian and AI student populations. In addition,
around 15% of children report that they do not like
paraprofessionals or are not liked by
paraprofessionals.
Recommendations:
Quantitative Data

Administrators:
 Explore differences between the MCA and MAP tests
(e.g., structure, content, surrounding events at the time of
testing)
 Be aware that MAP scores do not predict MCA scores
 Improve academic performance data collection system
 Ensure immediate access of test results data to teachers
and parents
 Consider developing self-enhancement interventions for
students, young students in particular
 Evaluate the current interventions for absenteeism and
tardiness

Teachers Elementary Grades:
 Students in the 3rd grade need reinforcement in math (MCA,
partially meeting standards)
 Students in 3rd and 5th grade need reinforcement in reading
(MCA, partially meeting standards)
 Analyze level of academic challenge (differentiated instruction)
as higher levels of disciplinary problems are observed among
students with higher reading performances. Adjust
expectations.
 Likewise, higher academic progress in math is observed among
students with higher rates of tardiness. Adjust expectations
 Be aware that disciplinary problems are found among students
who are absent more frequently and have a negative perception
of relationships in school

 Be aware that higher academic achieving young
students have a negative appraisal of their teachers
 Reinforce academic performance in the early grades,
support transition to middle and secondary grades
 Develop activities that support the improvement of
young student’s perception of own behavior
 Do not use MAP test as predictor of MCA
performance
 Curriculum-Based Measurements

Teachers Middle and Secondary Grades
 Develop an intervention that impacts on students perception of:
 Own behavior
 School environment
 Relationships (i.e., students with peers, students with teachers,
students with administrators)
 Parents
as these are associated with academic performance
 Place special attention to students in 7th and 12th grades as 2/3
of these students are failing the MCA test in math
 Be aware that students’ positive perceptions of parents and
home environment is associated to better academic
performance
 Be aware that absenteeism and disciplinary problems are more
prevalent among students showing lower reading performance

 Develop awareness of the association that a positive
perception of own behavior has with academic
performance. To great extent students’ perception of
self is influenced by what students hear teachers say
about their students.

Parents of Young Students:
 Be aware that even though absenteeism and
tardiness at this young age is positively associated
with academic achievement, absenteeism and
tardiness have a negative association to appraisal of
parents and home life

Parents of Older Students:
 Develop awareness of the strong association that a
positive parental perception has with academic
performance
 Develop awareness of the association that a positive
perception of school has on academic performance. To
great extent school perception is influenced by what
students hear parents say about school.
 Be aware that absenteeism, tardiness, and disciplinary
problems are observed among students who are in need
of significant academic improvement
Recommendations:
Descriptive and Qualitative Data

Recommendations: Qualitative
(Self-perception Construct: General)

 Reading: Pre-assessment is critical at all levels.
 Leveling
 Differentiation
 Math is found to be difficult by many students, and it is the
least-liked subject overall.
 Alternative approaches to teaching math
 Authentic education and assessment
 Allow re-takes of summative assessments (applicable to all
subjects)
 AI parents do not view attendance as critical to academic
success as do White parents.
 Work with AI parents to get their children to school on time.
Recommendations: Qualitative
(Teacher Construct: General)

 Teacher capacity to explain things was identified as
critical.
 Uniform methodological approach across all grades and
subjects.
 Madeline Hunter’s direct instruction is recommended.

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
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Standards (outcomes)
Anticipatory Set (Hook)
Teaching (input, modeling, checking for understanding)
Guided Practice/Monitoring
Closure
Independent Practice
Recommendations: Qualitative
(Teacher Construct: General)

 There must be a cultural shift in thinking among
teachers.
 Teachers do not see themselves as a critical factor in
student underachievement.
 School administrators must stand accountable for
teacher implementation of recommendations.
 Evaluations
 Professional Development
Recommendations: Qualitative
(Parents/Home Life Construct: General)

 All children should have access to breakfast,
regardless of free/reduced lunch status.
 Get books into the homes of American Indian
children.
 Increase teacher/parent communication, especially
with American Indian population.
Recommendations: Qualitative
(Student Behavior Construct: General)

 Homework should be assigned sparingly
 Up to 1/3 of students do not complete homework
when it is assigned.
 A majority of teachers would disagree that most
parents help their children with homework or check
for completion.
 Extracurricular fees should be reduced or eliminated.
 Up to 1 in 5 children do not participate due to cost and
transportation.
Recommendations: Qualitative
(School Environment Construct: General)

 Spend more time on core subjects in school.
 Children are tired in school.
 Work with parents to encourage consistent sleep schedules.
 Students should complete more work in class, under the
guidance of a licensed teacher.
 Many children do not or cannot do homework that is
assigned due to various reasons, including poor pedagogy.
 A majority of students both prefer and feel that they would
learn more if they could complete work under the guidance
of a teacher as opposed to homework.
Final Thoughts

Contact Information

 Ximena Suarez-Sousa, Ph.D., 1104 7th Avenue South
Moorhead, MN 56563, 218-477-2095,
suarez@mnstate.edu
 Boyd Bradbury, Ph.D., 1104 7th Avenue South
Moorhead, MN 56563, 218-477-2095,
bradbury@mnstate.edu